• Title, Summary, Keyword: Communication skills

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Does Practicing Communication Skills with Standardized Patients or Completion of Elective Course of Communication Skills Affect the Scores of Clinical Performance Examination? (표준화환자와의 의사소통기술 훈련이나 선택과목 '의사소통기술' 이수가 임상수행평가 성적에 영향을 미쳤는가?)

  • Kim, Jong Hoon
    • Korean Medical Education Review
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    • v.13 no.1
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    • pp.35-43
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    • 2011
  • Purpose: Communication skills are considered as one of the essential requirements in medical education, and the training often involves exercising medical interviews with standardized patients(SP) or role play. This study investigated the helpfulness of the communication skills training programs for students' performance on the clinical performance examination (CPX). Methods: Fourth-year students who have taken one of two communication skills programs(exercising communication skills with SP or elective communication skill course with role play) completed a questionnaire on their evaluation of the helpfulness of communication skills programs immediately after finishing the CPX. Then, the programs were objectively assessed by comparing all fourth-year students' CPX scores between program participants and non-participants. Results: About 70% of participants answered that the programs were helpful to perform clinical clerkship and CPX. However, there was no difference in either the total CPX score or 2 categorical scores(integrated clinical encounter, communication and interpersonal skill) between program participants and non-participants. Conclusion: Although the students felt that the communication skills programs were helpful to their clinical activities, this study failed to find objective evidence of any effect of the programs on the CPX results. Communication skills training should be continued during clinical clerkship to maintain or enhance the skills, and it is necessary to introduce more effective methods for precise evaluation of students' communication skills.

A Study on the Relationship between Childcare Center Teachers' Caring Thinking and Communication Skills (어린이집 교사의 배려적 사고와 의사소통능력 간의 관계 연구)

  • Lee, Yoo Jin
    • Korean Journal of Childcare and Education
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    • v.15 no.6
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    • pp.207-226
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    • 2019
  • Objective: The purpose of this study is to examine the relationship between caring thinking and communication skills of childcare center teachers, and the effect of caring thinking on communication skills. Methods: The subjects of this study were 152 teachers working at childcare centers in Gyeonggi-do, South Korea. The research tool used was a self-reporting questionnaire in order to examine caring thinking and the communication skills of those teachers. For the data analysis, one-way ANOVA, Pearson correlation analysis and multiple regression analysis were used. Results: First, there were significant differences in caring thinking and communication skills according to the age and academic background of the teachers. Second, there was a significant positive correlation between caring thinking and the communication skills of the teachers. Third, responsibility, respect, and a non-directive attitude among the sub-factors of the teachers had a significant impact on communication skills. Conclusion/Implications: In this study, it was found that caring thinking of the teachers was one of the variables that improved communication skills. These results suggest that there is a need to provide various programs and support for enhancing caring thinking as one of the ways to develop the communication skills of childcare center teachers.

The Relation between Perspective-taking Skills and Communication Abilities of Kindergarten Children (유아의 조망능력과 의사소통능력과의 관계)

  • Yu, Hui Chung
    • Korean Journal of Child Studies
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    • v.9 no.1
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    • pp.1-17
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    • 1988
  • This study was designed to investigate the relation between perspective-taking skills and communication abilities of young children. The major purposes of this study were to study the relation between perspective-taking skills and communication abilities, to investigate the relation perspective-taking skills and communication abilities with differing listeners, to investigate sex differences in communication abilities within the higher group the perspective-taking skills with differing listeners, and to determine differences between the sexes in communication abilities within the higher group of perspective-taking skills in different situational conditions. Sixty kindergarteners (30 boys and 30 girls) were tested on their perspective taking abilities and divided into two groups, the higher and the lower groups. Five instruments were used in this study: spatial, affective and cognitive perspective-taking tests, expression-ability test, and a communication ability test. The collected data were statistically analyzed by using Pearson's r, point biserial coefficient correlations (rpb), t-test, and three-way analyses of variance with one factor repeated measurement. There were significant relations between spatial, cognitive perspective-taking skills and kindergartener's communication abilities. There were no significant differences in communication abilities in differing listeners and situational conditions. In the group whose level of perspective taking-skills was high, differences between the sexes were found in spatial, and affective perspective-taking skills, only in case of differing listeners.

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Structural Relationships among 4- to 5- Year-Old Children's Playfulness, Communication Skills, and Creative Characteristics (만 4, 5세 유아의 놀이성과 의사소통 능력 및 창의적 행동특성 간의 구조적 관계)

  • Chung, Mi Ra;Kang, Su Kyoung;Kim, Min Jeong
    • Family and Environment Research
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    • v.53 no.5
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    • pp.531-542
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    • 2015
  • This study examined the structural relationships among 4- and 5-year-old children's playfulness, communication skills, and creative characteristics. This research analyzed the direct and indirect influence of child's playfulness on communication skills and creative characteristics. The study subjects were 249 children who attend kindergartens located in the Seoul and Gyeonggi-do area. A survey questionnaire was distributed to the children's mothers and teachers. The sample was analyzed using SPSS 21.0 and AMOS 21.0 program. The parameters were estimated by maximum likelihood method. The significance of indirect effect was tested by bootstrapping at .05 level. The results of this study were: (1) in both ages 4 and 5, playfulness had a direct and positive influence on communication skills, (2) in both ages, communication skills had a direct and positive effect on creative characteristics, and (3) the 5-year-old children's playfulness had a direct effect on creative characteristics, the 4-year-old children's playfulness did not exert direct influence onto creative characteristics. Communication skills 5-year-old children were seen to precipitate a partial mediation effect between playfulness and creative characteristics. At age 4, communication skills played a full mediation variable role between playfulness and creative characteristics. Discussions include suggestions to prosper creative characteristics through enhancing a child's playfulness and communication skills.

A Study on the Level of Communication and Clinical Skills of Korean Medical Students by the Participatory Method of Role Playing (역할극의 참여방식에 따른 한의대생의 의사소통 및 진료기술 수준에 대한 연구)

  • Kim, Kyung-Soo;Jeong, Seo-Yun;Kim, Kyeong-Ok
    • Journal of Oriental Neuropsychiatry
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    • v.30 no.3
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    • pp.177-184
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    • 2019
  • Objectives: This purpose of this study was to examine the level of communication and clinical skills of Korean medical students according to the participatory method of role playing during medical education. Methods: A total of 100 fourth grade students from the Korean Medical College of Dongshin University in 2018 and 2019 were divided into two groups: Role players and scenario writers. After performing their role-playing, they were asked to complete questionnaires regarding two categories-communication and clinical skills-, consisting of 10 items. Results: 1. Communication skills were measured at approximately 80% of the expected level, and the level difference was shown in detail. 2. Clinical skills were measured at approximately 75% of the expected level, and the level difference was shown in detail. 3. The level of communication skills and the level of clinical skills according to the participatory method did not differ significantly. Conclusions: Writing scenarios in role playing can be observed as having the same effect on communication and clinical skill levels as acting.

Study on Extraction of Sub-element and Construction of System Model for the Technological Communication Skills (기술적 의사소통능력의 하위요소 추출과 체제모형 구축)

  • Kim, Ju Hyun;Lee, Yong Jin
    • 대한공업교육학회지
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    • v.40 no.1
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    • pp.105-120
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    • 2015
  • The purpose of this study was to extract of Sub-elements of technological communication skills and to construct of a system model. In order to achieve the goal of the study, it was carried out in two steps: (1)Extraction sub-elements and definitions of technological communication skills, (2)Development of a system model of technological communication skills. Obtained conclusions by the process of this research were as follows. First, sub-elements of the technological communication skills were extracted and they were images, sketches, flowcharts, drawings, prototyping, symbols tables graphs and presentations. Second, using the 'technological communication tools' based on the "collaborative activities in online and offline', technological communication skills were defined as communication skills to be raised through the process of 'Idea through the Communication', 'Realization through the Communication', 'Wrap up through the Communication'. Third, technological communication skills were described as the system, in which 'Idea through the Communication(images, sketches, flowcharts)', 'Realization through the Communication(design, prototyping)', 'Wrap up through the Communication(symbol table graph, presentation)' were collaboratively activated. Fourth, checking tool for the technological communication skills was developed, based on checking tool for the existing communication skills and system model for technological communication skills. And it was improved by the expert validity test.

Preadolescent Communication Skills and Quality of Peer Relationships by Institutionalization, Sex, and Age (시설거주여부, 성별 및 연령에 따른 초기 청소년의 의사소통 기술과 또래관계 질)

  • Kim, Jin Kyoung;Yoo, An Jin
    • Korean Journal of Child Studies
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    • v.23 no.2
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    • pp.121-135
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    • 2002
  • This study compared preadolescent communication skills and quality of peer relationships by institutionalization, sex, and age and tested the correlation between communication skills and quality of peer relationships. The subjects were 98 institutionalized and 115 homereared preadolescents. Interviews measured the communication skills of persuasive, comforting, and listener-adapted abilities. The quality of peer relationships was investigated through questionnaires consisting of both positive and negative factors. The data were analyzed by SPSS. Differences were found between institutionalized and homereared subjects in quality of peer relationships and in communication skills by sex, and age. There was a positive correlation between communication skills and quality of peer relationships.

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Analysis of Relationships of Scientific Communication Skills, Science Process Skills, Logical Thinking Skills, and Academic Achievement Level of Elementary School Students (초등학생의 과학적 의사소통능력과 과학 탐구능력, 논리적 사고력, 학업 성취도 수준과의 관계 분석)

  • Jeon, Seongsoo;Park, Jong-Ho
    • Journal of The Korean Association For Science Education
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    • v.34 no.7
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    • pp.647-655
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    • 2014
  • The purpose of this study is to acquire teaching insights for improving scientific literacy by analyzing the effects of scientific communication skills, science process skills, and logical thinking skills of elementary school students on academic achievement level. The participants are 64, sixth grade elementary school students. Survey materials include the results of Scientific Communication Skill Test (SCST), Test of Science Process Skills (TSPS), Group Assessment of Logical Thinking (GALT), multiple choice test & short answer test, descriptive answer test on science, and academic achievement level test on all subjects. Based on these data, the study analyzed the relationships of science process skills, logical thinking skills, and scientific communication skills, and each category's effect on academic achievement level. Furthermore, under the assumption that scientific communication skills are affected by science process skills and logical thinking skills and directly influence the academic level, the research discovered three types of correlations as a structural model. The results show that there are considerable correlations in scientific communication skills, science process skills, and logical thinking skills. Also, these three abilities have meaningful correlations with learner's writing and descriptive question level on science curriculum and overall academic achievement level; the level of correlation differ a bit by subcategory factors. In conclusion, setting the model, science process skills and logical thinking skills influence scientific communication skill, and the skill directly influences the learner's academic level. Further analysis of the results show that scientific communication skill influences the academic achievement level of all subjects the most.

The Effectiveness of Standardized Patient Managed Instruction in Teaching Foley Catheterization Skills, Communication Skills and Learning Motivation (표준화 환자 학습방법이 유치도뇨술, 의사소통능력, 학습동기에 미치는 효과)

  • Yoo Moon-Sook;Yoo Il-Young;Son Youn-Jung
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.9 no.1
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    • pp.66-75
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    • 2002
  • The main purpose of this study was to develop and evaluate the effectiveness of the standardized patient method in teaching catherization skills, communication skills and students' learning motivation in undergraduate nursing students. The study employed a quasi-experimental method using a non-equivalent control group post-test design. Data were collected over 2 years from August 2000 to September 2001 with 75 sophomore student nurses in one baccaleureate program. The results are summarized as follows ; The scores in catheterization skills and communication skills were statistically significantly higher in the experimental group than the control group. Learning motivation score were also statistically significantly higher in the experimental group than the control group. In conclusion, this study suggests that a standardized patients managed instruction which emphasize authenticity and contex-tualization is very effective in teaching nursing students, the mastery and application of nursing skills, and the utilizing therapeutic communication skills. It is recommended that more standardized patients cases be developed for wider areas of nursing education and this study be replicated with more students using a longitudinal design.

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Differences between Nurses and Patients' Perception of Nurses' Communication Skills (간호사의 의사소통기술에 대한 간호사와 환자의 인식 차이)

  • Park, Soonjoo
    • Korean Journal of Adult Nursing
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    • v.29 no.2
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    • pp.166-176
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    • 2017
  • Purpose: The study aimed to assess differences between nurses' and patients' perception of the communication skills to promote patients' health literacy in a hospital. Methods: The convenience sample consisted of 150 patients and 169 nurses in a university hospital. The data were collected from January to February 2014 using the Communication Skills Scale for Hospital nurses and patients. Descriptive statistics, independent t-test, ANOVA, Kruskal-Wallis test, and Lin's concordance were used to analyze the data. Results: There were significant differences (t=9.44, p<.001) between the perception of nurses ($8.18{\pm}2.00$) and patients ($5.49{\pm}2.95$) on the communication skills used by nurses. Most nurses ($3.87{\pm}0.39$) perceived that the communication skills were effective, but more patients ($4.13{\pm}0.62$) reported significantly higher scores (t=-4.34, p<.001). Conclusion: The results implied that nurses need to make sure that their communication skills are effective when they communicate with patients, and education programs for nurses to develop the advanced communication skills would be necessary.